EAB 4794 FINAL

Sometimes, a client is engaging in such significant problem behavior that the practitioner may feel the need to act quickly and implement an intervention that will result in rapid reductions of problem behavior. This may be acceptable in some situations, but one must guard against compromising full consideration of the long-term ramifications of that decision for expediency. In other words, the practitioner must guard against adopting: Lapses in judgment Being swayed by others too much "Situational ethics" Over-cautiousness

"Situational ethics"

You would like to implement an interval DRO procedure with one of your students with autism to decrease hand flapping (so that you can get the student to attend to her work eventually). You conduct some baseline observations and find that the student stops flapping her hands for about 2 minutes on average. What would an appropriate initial DRO interval be? 2 seconds 2 minutes, 30 seconds 1 minute, 45 seconds 4 minutes

1 minute, 45 seconds

On what should behavior analysts base their practices? Peer-reviewed reports in reputable journals Direct and frequent measures of behavior Personal accounts of successful interventions presented at non-scientific conferences A & B

A & B

Travis has been training his puppy, Belle, to sit by the back door and bark when she wants to go outside and "do her business." First, Travis let her out, provided her with tons of praise, and gave her a treat (all presumed reinforcers) if she sat by the back door and then when outside and urinated. Then, Travis withheld reinforcement for this behavior and provided the reinforcers only if she sat by the door and made a small noise (i.e., a whine). Now that she does that well, Travis is withholding reinforcement for that behavior and only providing the reinforcers if she sits by the door and makes a bark. What has Travis been doing? Shaping sitting by the door and barking when Belle has to urinate. Using differential reinforcement to teach Belle to sit by the door and bark when she has to urinate. Using backward chaining to teach Belle to sit by the door and bark when she has to urinate. A & B B & C

A & B

The success of using delayed rewards depends on: The indiscriminability of the contingency. The learner understanding the relation between emitting the target behavior at an earlier time and receiving a reward later. The person delivering the reward. A and B

A and B

When shaping a new behavior, it is important to: Carefully analyze the response class to identify the discrete behaviors that are part of the terminal behavior. Know the terminal behavior you are shooting for. Have a plan for how you will reinforce the behaviors that are part of the terminal behavior. A, B, and C A & B only

A, B, and C

Noncontingent reinforcement functions as a: Establishing operation Motivating operation Abolishing operation None of the above

Abolishing operation

Effective use of functional communication training includes: Dense schedules of reinforcement Decreased use of verbal prompts Behavior reduction procedures All of the above

All of the above

Generalization across subjects is also referred to as: Vicarious reinforcement Ripple effect Spillover effect All of the above

All of the above

Informed consent requires Explicit permission before any assessment or treatment begins. Full disclosure of the assessment and treatment procedures. That the person has the capacity to decide. All of the above

All of the above

One strategy for promoting generalized behavior change is to teach the full range of relevant stimulus conditions and response requirements. In doing this, a practitioner may: Teach sufficient stimulus and response examples Utilize general case analysis Use negative teaching examples All of the above

All of the above

Prior to conducting imitation training, one should ______. Conduct pretesting Assess if the learner has attending skills Select models for training Determine the sequence in with models will be presented All of the above

All of the above

What strategic approach(es) can a FBA intervention consist of? Teaching alternative behaviors Altering antecedent variables Altering consequent variables All of the above None of the above

All of the above

Which of the following statement(s) is/are true? Every schedule of reinforcement that is not CRF is intermittent. In an intermittent schedule of reinforcement not every target response is reinforced. Intermittent schedules of reinforcement are used to maintain established behaviors A & B All of the above

All of the above

Which of the following statements is NOT associated with the term "spontaneous recovery"? Behavior that diminished during the extinction process recurs even though behavior does not produce reinforcement. It is short-lived and limited if the extinction procedure remains in effect. Reappearance of the behavior after it has diminished to its pre-reinforcement level or stopped entirely. All of the statements are associated with the term spontaneous recovery.

All of the statements are associated with the term spontaneous recovery.

Which statement is not a reason for the slow appreciation of Skinner's work; Verbal Behavior? it was met with immediate challenges from the field of linguistics and psycholinguistics. Skinner not responding to Norm Chomsky's negative review. lack of research and data supporting his theory. Disinterest and negative reactions from the field of behavior analysis. All of these were reasons for the slow appreciation of Verbal Analysis.

All of these were reasons for the slow appreciation of Verbal Analysis.

Which statement correctly defines extinction burst? The gradual decline in frequency of a target behavior after the removal of the reinforcer. A gradual increase in frequency of a target behavior after the removal of the reinforcer. An immediate increase in the frequency of a target behavior after the removal of the reinforcer. An immediate decline in the frequency of a target behavior after the removal of the reinforcer.

An immediate increase in the frequency of a target behavior after the removal of the reinforcer.

Noncontingent reinforcement is this type of intervention. Antecedent intervention Consequent intervention Punishment strategy Behavioral momentum intervention

Antecedent intervention

Assume you are working with a student who really likes McDonald's. When you are out in the community with this student and you drive past a McDonald's, the student always begins to whine about going to McDonald's. If you say, "No," the student begins to cry. If you still say, "No," the student begins to kick and scream and whack his head on the car window. Assume you want to break this inappropriate chain of behaviors by removing the initial SD and substituting an alternative SD. What would be one way of doing so? Use total-task chaining to help him learn the appropriate chain of behaviors. Tell the student that if he doesn't whine when you go past McDonald's you will stop for something to eat. Use shaping to teach the student to sign McDonald's. Avoid driving by McDonald's whenever possible. Instead drive past Wendy's and give the cue, "Would you like to stop and get something to eat?"

Avoid driving by McDonald's whenever possible. Instead drive past Wendy's and give the cue, "Would you like to stop and get something to eat?"

Laura would like to shape the "tidiness" of her husband, who always leaves his clothes in a pile on the floor at the end of the day instead of throwing them in the clothes hamper, which is in the laundry room. She begins by providing him with lavish praise and offering to make him a nice dinner when he puts his clothes in a heap in the laundry room rather than in a heap on the bedroom floor. Now, he is consistently putting his clothes in a heap in the laundry room. Next, she plans to provide praise and a nice dinner only if her husband sorts his laundry into whites and colors and puts his laundry into the appropriate laundry basket. What do you think about her plan? Given how well Laura's plan has worked to date, this should work fine. Laura should proceed in more gradual steps to increase the likelihood of her husband's success. Laura's husband is likely to become frustrated and receive little or no reinforcement for quite some time. Laura should stop the intervention and be pleased that she has gotten her husband to come this far. B & C

B & C

Making the instructional setting similar to the generalization setting involves: Teaching self-management skills Teaching loosely Programming common stimuli B & C only A & C only All of the above

B & C only

Mr. Worms is teaching an adult (Sandie) who lives in his group home to make macaroni and cheese from a box. Mr. Worms prompts Sandie to do all steps of the task using full physical prompts, except for the last step, which is to serve the macaroni and cheese on a plate. For this step, Mr. Worms is using a most-to-least prompting sequence. When Sandie has mastered that skill, Mr. Worms plans to have Sandie do the stirring and the serving (the last two steps of the task). What procedure is Mr. Worms using? Forward chaining Backward chaining Total-task chaining Shaping

Backward chaining

Look at the following graph from a functional analysis of Sammy's biting. What would you conclude is the function of Sammy's biting? Social positive reinforcement Social negative reinforcement Both social positive reinforcement and social negative reinforcement Both social negative reinforcement and automatic reinforcement

Both social positive reinforcement and social negative reinforcement

A teacher tells her class that the best behaved student will earn a prize. Students show their best behavior. The teacher's statement probably functioned as a/an UMO CMO MO AO SD

CMO

The functional properties of language involve: causes of the verbal response topography of the verbal response language properties do not have functional components. unobservable psychic antecedents.

Cause of the verbal response

Evan can go outside to play with his friends or stay inside and play his favorite video game. This is an example of a ________ schedule of reinforcement. concurrent discriminated differential progressive

Concurrent

When an individual is deemed as incapacitated and cannot provide informed consent One may proceed with assessment or intervention without obtaining consent. Consent may be obtained from a surrogate or guardian. Consent may be obtained from staff with whom the individual works. None of the above

Consent may be obtained from a surrogate or guardian.

This is a process by which a behavior that was initially selected and shaped under one set of conditions is recruited by a different set of contingencies and takes on a new function in a person's repertoire. Contingency adduction Stimulus equivalence Faulty stimulus control Overgeneralization

Contingency adduction

Function(s) for antecedent stimuli can be classified as: Contingency dependent or contingency co-dependent Contingency co-dependent or contingency independent Contingency independent or contingency dependent Contingency non dependent or contingency dependent

Contingency independent or contingency dependent

When just beginning to shape a new behavior, what reinforcement schedule should you use for the initial responses each time you increase the criteria for reinforcement? Variable Intermittent Continuous Interval

Continuous

Functional communication training is an application of this procedure: DRA DRO DRL DRH

DRA

You are working with a student who is frequently out of his seat. You decide to provide the student with reinforcement every time he is in his seat for 5 consecutive minutes. If he does not stay in his seat for 5 consecutive minutes, you withhold the reinforcer. What type of intervention have you implemented? DRI DRO DRL DRH

DRI

What is the difference between DRI and DRA? DRI involves reinforcing a behavior that is incompatible with the problem behavior, whereas DRA involves reinforcing a behavior that may not be incompatible with the problem behavior. DRA involves reinforcing anything other than the problem behavior, whereas DRI involves reinforcing any behavior that is incompatible with the problem behavior. With DRA, the time interval is reset, whereas with DRI it is not. None of the above. There is no difference between DRI and DRA.

DRI involves reinforcing a behavior that is incompatible with the problem behavior, whereas DRA involves reinforcing a behavior that may not be incompatible with the problem behavior.

You would like to decrease the number of times a student sharpens her pencil during class. However, you don't want to completely eliminate this behavior. Which type of reinforcement program makes the most sense? DRO DRA DRI DRL

DRL

A descriptive functional behavior assessment involves: Providing a detailed description of the problem behavior in the environment in which it occurs. Performing on-going assessment of a problem behavior by interviewing the individuals who most commonly see the problem behavior occurring. Direct observation of the problem behavior in relation to events under naturally occurring conditions. Assessing the problem behavior during a functional analysis.

Direct observation of the problem behavior in relation to events under naturally occurring conditions.

The term 'motivating operation' is recommended as a replacement for which other term? Establishing operation Value altering effect Behavior altering effect Abolishing operation Evocative effect

Establishing operation

The value-altering effects of MOs can function as either ______ or a ______. Establishing operation, abolishing operation Establishing operation, evocative operation Discriminative stimulus, abolishing operation Establishing operations, discriminative stimulus for punishment Evocative operation, abative operation

Establishing operation, abolishing operation

In a CRF schedule, behavior is reinforced after a specified number of occurrences after specified amount of time If it occurs within a specified window of time every time it occurs randomly

Every time it occurs

________________ is a technical term used to identify the procedure of withholding reinforcers that maintain behavior. Reinforcement Punishment Extinction Time-Out

Extinction

Which statement about extinction is correct? Extinction is a procedure that provides zero probability of reinforcement. Extinction is a procedure in which punishment of a previously punished behavior is discontinued. Extinction is a procedure in which a behavior is put on a continuous reinforcement schedule None of the above.

Extinction is a procedure that provides zero probability of reinforcement.

When Bobby was given a work sheet in class, he screamed and crawled under his desk. Bobby would continue to scream and remain under his desk until his teacher removed the work sheet and left him alone. Which of the following extinction procedures is the most appropriate choice? Extinction of behavior maintained by positive reinforcement. Extinction of behavior maintained by negative reinforcement. Extinction of behavior maintained by positive punishment. Extinction of behavior maintained by automatic reinforcement.

Extinction of behavior maintained by negative reinforcement.

When Timmy wanted a drink, he generally screamed at his mother until she gave him a drink. Which of the following extinction procedures is the most appropriate choice? Extinction of behavior maintained by positive reinforcement. Extinction of behavior maintained by negative reinforcement. Extinction of behavior maintained by positive punishment. Extinction of behavior maintained by automatic reinforcement.

Extinction of behavior maintained by positive reinforcement.

The following response pattern is typical of which basic schedule of reinforcement? (There's a graph that is connected with this question, but it is a graph with a interval that goes up every 10 minutes). FR FI VR VI

FI

Janice is always looking for a bargain online. She finds a website that sells her favorite clothing brands at huge discounts. Every Saturday, the website offers a "Super Saver" item that is only available for 24 hours. What schedule of reinforcement for buying the "super saver" item has the website established? FI FI24 hour FI24 hour with a limited hold CRF FR with a limited hold

FI24 hour with a limited hold

Every step in a behavior chain serves two functions: an SD for the subsequent step and as a conditioned reinforcer for the preceding step. True False

False

FBA methods can be classified into two types: 1) functional analysis and 2) descriptive assessment. True False

False

Noncontingent reinforcement is an intervention in which stimuli with known reinforcing properties are delivered on a fixed-ratio (FR) or variable-ratio (VR) schedule independent of the learner's behavior. True False

False

Noncontingent reinforcement uses only two distinct procedures: positive and negative reinforcement. True False

False

Once you have developed a task analysis, you should not change the sequence of steps, add steps, or remove steps in the analysis. This invalidates the task analysis. True False

False

When using a high-p sequences effectively behaviors should be selected from the current repertoire and requests should be presented at a very slow, even pace. True False

False

Which of the following is an example of shaping to teach an individual to sign "please" to get access to a toy? (A please sign consists of placing an open palm on the chest and making a circular motion.) First reinforce lifting the hand, then reinforce lifting the hand to the chest, then reinforce lifting the hand to the chest and making a circular motion. Provide full physical assistance to lift the hand to the chest and making a circular motion, then providing partial physical assistance to lift the hand to the chest and make a circular motion, then providing a model of lifting the hand to the chest and making a circular motion, then providing a verbal prompt to "sign please." Provide a verbal prompt to "sign please." If the individual doesn't sign please, provide a model. If the individual doesn't sign please, provide partial physical assistance to lift the hand to the chest and make a circular motion. If the individual still doesn't sign please, provide full physical assistance to raise hand to chest and make a circular motion. Provide a cue to "sign please." If the individual signs please, provide reinforcement. If the individual does not sign please, withhold reinforcement.

First reinforce lifting the hand, then reinforce lifting the hand to the chest, then reinforce lifting the hand to the chest and making a circular motion.

Resistance to extinction is _________________ when extinction is carried out under high motivation than under low. greater lower faster smaller

Greater

Gretchen has been trying to teach Glen, a preschooler, to pull up his pants by himself after using the toilet. She has been using a shaping model. She began by reinforcing bending over and touching his waistband. He is now doing that consistently. Next, she wants him to start pulling his pants a little bit. However, she has become very frustrated because Glen continues to simply touch his pants rather than pull a bit. What should Gretchen do? Gretchen should pull up his pants for him. Glen is not "ready" to do this behavior ad will grow into it over time. Gretchen should intermittently give Glen a reinforcer for touching his pants to make sure he doesn't get too frustrated. Gretchen should reanalyze her task analysis and "chunk" the skills into bigger steps. Gretchen should add a prompt of some sort (e.g., a verbal or physical prompt) to help make the shaping process more efficient. She should let Glen hold Elmo in one hand while he is pulling up his pants with his other hand so that Elmo is not as distracting.

Gretchen should add a prompt of some sort (e.g., a verbal or physical prompt) to help make the shaping process more efficient.

If you are teaching a student to make a peanut butter sandwich, which of the following represents a total-task chaining approach? Having the trainer complete all steps except the last one (putting the bread together). The student puts the bread together himself. When he has mastered that step, the trainer completes all but the last two steps, and the student completes those. And so on... Having the student complete the first step (getting out the bread) and the trainer completing the remaining steps. When the student has mastered that step, the student completes the first two steps while the trainer completes the rest. And so on... Having the student complete all steps of the task, while the trainer provides the necessary level of prompt at each step. Having the trainer model all steps of the task on all occasions.

Having the student complete all steps of the task, while the trainer provides the necessary level of prompt at each step.

High-p sequence refers to: High-punishment sequence High-probability request sequence High-potential request sequence High-prospect sequence

High-probability request sequence

Transitivity is the demonstration of which stimulus relation? A = A A = B If A = B, then B = A If A = B, then B = C If A = B and B = C, then A = C

If A = B and B = C, then A = C

Andrea is 4 years old and nonverbal. She often becomes noncompliant (she says no, pulls away, and puts in a corner) when she is told to sit at the table to work on art activities. You, as her teacher, believe that Andrea is trying to escape the task and that breaks from tasks will be an effective reinforcer for her. You want to implement DRA because Andrea is nonverbal. Which of the following would be an example of DRA? If Andrea completes one step of the task, she can leave the table and take a break. If she is noncompliant, she must stay at the art table. Set a timer for 10 seconds. If Andrea does anything other than noncompliant behavior, allow her to leave the table and take a break. If she is noncompliant, she must stay at the art table. Set a limit on the number of times Andrea is allowed to say No. If she exceeds the limit, she must stay at the art table. If she says no fewer times than the limit, she can take a break and leave the art table. None of the above.

If Andrea completes one step of the task, she can leave the table and take a break. If she is noncompliant, she must stay at the art table.

After you have shaped a successive approximation to a terminal behavior, what reinforcement schedule should you use before increasing your criteria for reinforcement? Various Intermittent Continuous Interval

Intermittent

Sally's mom says, "it's cloudy outside." The Sally says, "I know. I already have my umbrella." This is an example of a Mand tact echoic intraverbal

Intraverbal

Dave received a referral for behavioral treatment of an individual's self-injurious behavior. The individual has profound mental disabilities and is nonverbal. The staff who works with the client stated that the behavior emerged rather suddenly about a month ago, and has been getting increasingly worse. The staff hasn't attempted any systematic intervention for the behavior yet because they've been taken by such surprise by it. What should Dave do? Proceed directly to behavioral intervention without obtaining consent because the behavior is self-injurious. Investigate whether the problem might have a medical cause by determining if a medical evaluation has been done recently. Refer the individual to another therapist for talk therapy, since it is wise to attempt solving the problem through other disciplines first. Implement a punishment procedure to immediately suppress the self-injurious behavior. It is unlikely that reinforcement-based interventions will be successful.

Investigate whether the problem might have a medical cause by determining if a medical evaluation has been done recently.

One advantage to backward chaining procedure is: It is the only chaining procedure in which the student gets reinforced for completing the task. It is the chaining procedure that results in the most immediate access to the reinforcer following the display of a correct response in the behavioral chain. It doesn't rely on prompting procedures like the other chaining methods. It doesn't rely on reinforcement procedures like the other chaining methods.

It is the chaining procedure that results in the most immediate access to the reinforcer following the display of a correct response in the behavioral chain.

Before you use a chaining procedure, it is recommended that you task analyze the skill to be taught. What does it mean to task analyze a skill? Make a sequential list of all the smaller substeps of the task to be trained. Plan your prompting strategy carefully. Conduct a reinforcer assessment prior to beginning training. Analyze the response class and reinforce successive approximations to the terminal behavior.

Make a sequential list of all the smaller substeps of the task to be trained.

Gina has been playing outside in the heat for an hour. She asks her mom for water. This is an example of a Mand tact echoic intraverbal

Mand

What is the difference between momentary DRO and interval DRO? Momentary DRO requires that the individual do anything other than the target problem behavior at the end of the interval. Interval DRO requires that the individual do anything other than the target problem behavior for the entire interval. Momentary DRO requires that the individual do a response that is incompatible with the target problem behavior. Interval DRO does not have this requirement. Momentary DRO is usually conducted for shorter time intervals than interval DRO. Momentary DRO is usually more effective early on in intervention, whereas interval DRO is more effective later in intervention.

Momentary DRO requires that the individual do anything other than the target problem behavior at the end of the interval. Interval DRO requires that the individual do anything other than the target problem behavior for the entire interval.

Assume you are teaching a large group of students, and they are very disruptive during your class. For example, the students talk out of turn, laugh, and throw things at each other. You want to improve their behavior, so you decide to implement a DRA intervention. This means you will reinforce: A behavior that is incompatible with disruption. A behavior that is a lower rate than what is currently happening. Any behavior other than disruption. None of the above.

None of the above

Which of the following is NOT part of the definition of a model? A model is an antecedent stimulus that evokes imitative behavior Imitative behavior must immediately follow the model There must be formal similarity between the modeled behavior and the learner's behavior The model must be the controlling variable for the learner's behavior None of the above

None of the above

Alternative appropriate behaviors that serve the same function for an individual: Always involve skills the individual already possesses. Produce the same reinforcer for the individual. Have the same topography as the problem behavior. Always require the same amount of response effort as the problem behavior

Produce the same reinforcer for the individual.

If I want to use DRI to decrease Melinda's hitting other children in the hallway, I would: Provide reinforcement contingent on Melinda walking down the hall with her hands in her pockets or folded across her chest. Provide reinforcement contingent on Melinda saying "hi" to peers. Provide reinforcement contingent on Melinda waving at peers. Provide reinforcement contingent on Melinda doing anything other than hitting peers as she walks down the hall.

Provide reinforcement contingent on Melinda walking down the hall with her hands in her pockets or folded across her chest.

Which of the following people is practicing within his/her area of competence? José was trained as a behavior analyst at his local university. His training consisted primarily of working with children with autism. He is currently practicing behavior analysis in an adult facility for adults with mental retardation. Sally was trained as a behavior analyst working in organizational behavior management. Recently, she was offered and accepted a job as a behavior consultant in a local school district. Shu Lin was trained in experimental analysis of behavior. She examined canabanoids and how they interact with prenatal food restriction to affect choice making responding amongst different food alternatives. She was recently asked to consult on the food refusal behavior of a young child at risk for failure to thrive. Rahul earned his doctorate in special education and is a Board Certified Behavior Analyst. His doctoral studies focused on the assessment and treatment of severe problem behavior. He has worked with children and adults, ages 3 to 35 years. He was recently hired to serve as a behavior specialist in his local school district.

Rahul earned his doctorate in special education and is a Board Certified Behavior Analyst. His doctoral studies focused on the assessment and treatment of severe problem behavior. He has worked with children and adults, ages 3 to 35 years. He was recently hired to serve as a behavior specialist in his local school district.

Tim earns $5 per week for completing all of his chores. The first few weeks he is given only one chore, which he completes without fail. Over time he is assigned more chores that he must complete to earn the same amount of money. Tim's his chore-completing behavior starts to drop off. When the number of chores Tim must complete reaches six, he stops doing chores altogether. This is an example of ratio strain VR schedule responding DRL a non-discriminated schedule of reinforcement none of the above

Ratio strain

Which of the following is NOT a guideline for imitation training? Keep training session brief Reinforce prompted and imitative responses Reinforce with verbal praise Keep record Fade prompts

Reinforce with verbal praise

All differential reinforcement procedures combine the use of what two principles of behavior? Reinforcement and extinction Reinforcement and punishment Punishment and extinction Positive and negative reinforcement

Reinforcement and extinction

Which of the following is NOT a UMO for humans? Sex Temperature Pain Reprimands Sleep

Reprimands

John was taught by his teacher to say, "Hello" when greeting people. Now when he meets people he not only says "hello," but also says: "hi," "good to see you" and "hey there." John's behavior change is an example of: Setting/situation generalization Response generalization Setting/situation maintenance Response maintenance

Response generalization

This is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior. Setting/situation maintenance Response generalization Setting/situation generalization Response maintenance

Response generalization

This is the extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior's initial appearance in the learner's repertoire has been terminated. Setting/situation maintenance Response generalization Setting/situation generalization Response maintenance

Response maintenance

Kim is doing imitation training with Billy. He has been making steady progress up to now, but this week Billy's performance drops to near baseline levels. What should Kim do? Give Billy a break from training. Try new models that Billy might be more interested in. Return to a prior level of successful performance to reestablish imitative responding Pair verbal praise with other reinforcers None of the above

Return to a prior level of successful performance to reestablish imitative responding

One advantage to the procedure being used by Mr. Worms is that: Sandie will get immediate access to the reinforcer for completing the chain of behaviors. Sandie will get to practice every step of the chain each time Mr. Worms conducts a training session. Sandie will always start with the first step of the task whenever a training session is conducted. All of these are advantages of the procedure Mr. Worms is using.

Sandie will get immediate access to the reinforcer for completing the chain of behaviors.

This is the extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting. Setting/situation maintenance Response generalization Setting/situation generalization Response maintenance

Setting/situation generalization

__________________ is the process by which one systematically and differentially reinforces successive approximations to a terminal behavior. Task analysis Training for stimulus generalization Stimulus fading Shaping

Shaping

Look at the following graph from a functional analysis of Michael's head hitting. What would you conclude is the function of Michael's head hitting? Social positive reinforcement Automatic reinforcement Social negative reinforcement Both social positive reinforcement and social negative reinforcement Both social negative reinforcement and automatic reinforcement

Social positive reinforcement

Which of the following is not associated effects of extinction? Spontaneous Recovery Aggression Extinction Burst Stable Responding

Stable responding

Jill and Dan are playing "Simon Says." Jill says, "Simon says touch your head" and she touches her head with her right hand while she is saying. Dan is watching and listening and he touches his head with his right hand. This is not a case of imitation because it lacks which requirement? A modeled response Imitative behavior must immediately follow the model Formal similarity between Jill's and Dan's behavior The model as the controlling variable An antecedent stimulus

The model as the controlling variable

The general rule for teaching sufficient stimulus examples is: The less examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation. The more examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation. The more examples used during instruction, it is less likely the learner will respond correctly to untrained examples or situation. The less examples used during instruction, it is less likely the learner will respond correctly to untrained examples or situation.

The more examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation.

Which of the following is NOT a right to effective behavioral treatment, as outlined by the Association for Behavior Analysis in 1989? The right to a therapeutic environment The right to treatment by a competent behavior analyst The right to the most effective treatment procedures available The right to treatments based on positive reinforcement

The right to treatments based on positive reinforcement

Sally Behavior Analyst wants to train a child to discriminate colors. She places a red card and a blue card side-by-side and tells the child, "point to red." If the child points to the red card, Sally gives her a bite of her favorite fruit. If the child points to the blue card, Sally no, and points to the red card. In this example, which stimulus is the discriminative stimulus? The red card The blue card The statement "point to red" The fruit Sally pointing to the red card

The statement "point to red"

A default technology is: The term used to refer to easy techniques that practitioners use to increase the frequency of alternative appropriate behaviors. The expertise that is required to implement a functional analysis properly. The process involved in creating the various phases in a sequential order of a functional analysis. The term used to refer to the interventions that individuals may resort to using that are increasingly intrusive, coercive, and punishment-based.

The term used to refer to the interventions that individuals may resort to using that are increasingly intrusive, coercive, and punishment-based.

Analog conditions are used in a functional analysis because: They are easy to contrive, implement, and maintain when attempting to discover the function of a behavior. They allow the practitioner to better control the environmental variables that may be related to the problem behavior. They allow the practitioner to better control the individual exhibiting the problem behavior than in the naturally occurring routine. All of the above

They allow the practitioner to better control the environmental variables that may be related to the problem behavior.

Ms. March is teaching Matthew to do his laundry. She has written a task analysis for doing laundry, which consists of 36 steps. She conducted an initial assessment to identify which steps Matthew could already do, and she discovered that the only step he can presently do independently is to open the lid to the washer. She decides to use total task presentation as her method of teaching this complex chain of behaviors, using a least-to-most prompting strategy. What might be one disadvantage to this procedure? This procedure is likely to make each training session quite long. Matthew may become confused with the sequence of the task because the teaching procedure involves having him do the last step, then the last two steps, and so on. Because Matthew's present behavior will be placed on extinction until he emits a new behavior that is closer to the terminal behavior, he will likely become very frustrated. All of these are reasonable concerns given the teaching context.

This procedure is likely to make each training session quite long.

Shaping a behavior within a response ________________ means that the form of the behavior remains constant, but differential reinforcement is applied to a dimension of the behavior. Schedule Chain Topography Contingency

Topography

A behavior chain with a limited hold results in performance that is both accurate and fluent. True False

True

A person does not have to understand anything about the situation in order for MOs to have value-altering and behavior-altering effects. True False

True

Assessment of the function of a behavior can yield useful information with respect to intervention strategies that are likely to be effective. True False

True

Concept formation requires both stimulus generalization and stimulus discrimination True False

True

DRL is the intervention of choice when you do not want to totally eliminate the target behavior. True False

True

It is not uncommon for problem behaviors to be learned via shaping processes. True False

True

Noncontingent reinforcement is also referred to as presenting stimuli with known reinforcing with known reinforcing properties. True False

True

Some practices may be legal but unethical. True False

True

Stimulus generalization is inversely related to stimulus discrimination. True False

True

The effects of motivating operations are related to the effectiveness of the reinforcer obtained by the learner. True False

True

The following scenario meets all of the requirements for imitation. Lisa is conducting an imitation assessment with John. She says, "do this" and claps her hands. John watches her then claps his hands. True False

True

The textual operant has point-to-point correspondence but not formal similarity between the stimulus and the response product. True False

True

Usually, CRF should be used to establish behavior at the desired level and intermittent schedules should be used to maintain the behavior once it has been established. True False

True

Verbal behavior makes a clear distinction between the behavior of the speaker and that of the listener. True False

True

Look at the following graph from a functional analysis of Laurie's mouthing. What would you conclude is the function of Laurie's mouthing? Social positive reinforcement Automatic reinforcement Social negative reinforcement Both social positive reinforcement and social negative reinforcement Undifferentiated pattern

Undifferentiated pattern

When considering what is worth doing, as far as an intervention is concerned, what is/are some important point(s) to consider? Whether the goals of intervention are closely aligned to staff goals. Whether the costs of implementing the intervention are balanced by the potential benefits to the client. Whether staff are motivated to do the intervention. Whether you are being paid enough to do the job.

Whether the costs of implementing the intervention are balanced by the potential benefits to the client.

Which of the following statements is not a common misuse of the term extinction? Referring to any decrease in behavior Confusing forgetting and extinction Confusing noncontingent reinforcement and extinction Withholding of reinforcers that maintain the behavior.

Withholding of reinforcers that maintain the behavior.

Professional standards are: Written guidelines and rules that give direction for conducting practice Provided by local boards Equivalent to "position statements" All of the above

Written guidelines and rules that give direction for conducting practice

Karen is at dance class. She is practicing a new routine that she learned last week. She makes a mistake in the dance sequence. Her dance instructor stops her, says, "no, like this" and demonstrates the correct order of steps. This is an example of ______. imitation a discriminated operant a controlled relation both of the above none of the above

a discriminated operant

Tim is assessing Kathy's imitation skills. He says "do this" and touches his nose, and records if Kathy imitates. This is an example of ______. an unplanned model a planned model an antecedent stimulus a stimulus None of the above

a planned model

A UMO for punishment is an environmental variable that alters the effectiveness of a punisher and alters the frequency of behavior the has been so punished, depending of the person's learning history alters the effectiveness of a punisher and alters the frequency of behavior the has been so punished, regardless of the person's learning history decreases the punishing effectiveness of a stimulus, object or event and alters the frequency of behavior the has been so punished, depending of the person's learning history increases the punishing effectiveness of a stimulus, object or event and alters the frequency of behavior the has been so punished, depending of the person's learning history increases the punishing effectiveness of a stimulus, object or event and alters the frequency of behavior the has been so punished, independent of the person's learning history

alters the effectiveness of a punisher and alters the frequency of behavior the has been so punished, regardless of the person's learning history

Johnny's behavior analyst is teaching him to verbally request a "spoon." She places a bowl of cereal with milk in front of Johnny and holds up a spoon so that he can see it, but does not give it to him. She then asks him, "what to you need?" The behavior analyst has used an EO to increase the reinfocer value of the spoon and evoke the word "spoon." an AO to increase the reinfocer value of the spoon and evoke the word "spoon." an EO to increase the reinfocer value of the cereal and evoke the word "spoon." an EO to increase the reinfocer value of the cereal and evoke the word "cereal." an AO to decrease the reinfocer value of the cereal and evoke the word "spoon."

an EO to increase the reinfocer value of the spoon and evoke the word "spoon."

An evocative effect refers to ______, while an abative effect refers to _____. a decrease in the current frequency of behavior, an increase in the current frequency of behavior a decrease in the current frequency of behavior, an increase in the future frequency of behavior an increase in the current frequency of behavior, a decrease in the current frequency of behavior an increase in the current frequency of behavior, an increase in the future frequency of behavior none of the above

an increase in the current frequency of behavior, a decrease in the current frequency of behavior

A mand is a type of verbal operant in which a speaker: differentially responds to the verbal behavior of others. asks for (or states, demands, implies, etc.) what he needs or wants repeats the verbal behavior of another speaker. names things and actions that the speaker has direct contact with through any of the sense modes.

asks for (or states, demands, implies, etc.) what he needs or wants

A schedule of reinforcement is a rule that describes the conditions by which a behavior will be reinforced states at what time a reinfocer will be delivered specifies how many times a behavior should be reinforced all of the above none of the above

describes the conditions by which a behavior will be reinforced

Stimulus generalization is the extent to which ______, while stimulus discrimination is the extent to which _____. which different stimuli evoke the same behavior, the same stimulus evokes different behaviors the same stimulus evokes different behaviors, different stimuli evoke the same behavior different stimuli evoke different behaviors, the same stimulus evokes the same behaviors different stimuli evoke the same behavior, different stimuli do not evoke the same behavior different stimuli evoke different behaviors, different stimuli do not evoke the same behavior

different stimuli evoke the same behavior, different stimuli do not evoke the same behavior

An intraverbal response is a type of verbal operant in which a speaker: differentially responds to the verbal behavior of others. asks for (or states, demands, implies, etc.) what he needs or wants repeats the verbal behavior of another speaker. names things and actions that the speaker has direct contact with through any of the sense modes.

differentially responds to the verbal behavior of others.

When Tammy asks her mother for money she usually gets it. When Tammy asks her dad for money she usually does not get it. It is likely that mom will become an _____ and dad will become an _____. S-delta, discriminative stimulus S-delta for punishment, discriminative stimulus discriminative stimulus, S-delta discriminative stimulus for reinforcement, S-delta for punishment discriminative stimulus for punishment, S-delta for punishment

discriminative stimulus, S-delta

A coupon for a free sample of a new candy is an example of a/an establishing operation for the candy that is intended to evoke behavior associated with obtaining the candy abolishing operation for the candy that is intended to abate behavior associated with obtaining the candy motiviating operation for the candy that is intended to evoke behavior associated with obtaining the candy motiviating operation for the candy that is intended to abate behavior associated with obtaining the candy establishing operation for the candy that is intended to abate behavior associated with obtaining the candy

establishing operation for the candy that is intended to evoke behavior associated with obtaining the candy

FR2 means that a behavior will be reinforced the first two times it occurs every occurrence of the behavior after the second occurrence will be reinforced every second occurrence of the behavior will be reinforced the behavior will be reinforced after two minutes None of the above

every second occurrence of the behavior will be reinforced

Imitation training is complete when ______. All trained responses have reached 100% imitative responding occurs without prompts Imitative responding is maintained without reinforcement Physical guidance is no longer needed None of the above

imitative responding occurs without prompts

A tact is a type of verbal operant in which a speaker: differentially responds to the verbal behavior of others. asks for (or states, demands, implies, etc.) what he needs or wants repeats the verbal behavior of another speaker. names things and actions that the speaker has direct contact with through any of the sense modes.

names things and actions that the speaker has direct contact with through any of the sense modes.

VI10s means that the behavior will be reinforced every 10 seconds on average, the behavior will be reinforced every 10 seconds the first occurrence of the behavior after 10 seconds has elapsed will be reinforced on average, the first occurrence of the behavior after 10 seconds will be reinforced the behavior will be reinforced if it occurs before the end of a 10-second window of opportunity

on average, the first occurrence of the behavior after 10 seconds will be reinforced

During the postassessment of imitation training, trials should include ______. previously learned models and models that are still in training previously learned models models still in training new models that have not been trained before ne models that have not been assessed before

previously learned models and models that are still in training

A schedule of intermittent reinforcement is likely to increase the _________________? resistance to reinforcement resistance to extinction establishing operation motivating operations

resistance to extinction

The function of an SD is to signal the availability of reinforcement signal the non-availability of reinforcement Signal the quality of reinforcement signal the presence of a motivating operation increase the motivation to obtain the reinforcer

signal the availability of reinforcement

An SD is a stimulus in the presence of which some type of responses have been reinforced some type of responses have been punished and in the absence of which the same type of responses have not been punished some type of responses have been reinforced and in the absence of which the same type of responses have not been reinforce responses can be reinforced or punished, depending on the circumstances some type of responses have not been reinforced

some type of responses have been reinforced and in the absence of which the same type of responses have not been reinforce

A discriminative stimulus acquires its controlling function through association with stimulus changes that occur immediately before the behavior stimulus changes that occur immediately after the behavior other antecedent stimuli that elicit the behavior other antecedent stimuli that evoke the behavior other stimuli that are present when reinforcement occurs

stimulus changes that occur immediately after the behavior

Sally Behavior Analyst teaches a child to discriminate animals from non-animals. She uses a variety of picture cards, some of which depict an animal and other that depict non-animal objects such as toys, cars and plants. Sally present two cards side-by-side and says, "point to the animal." Correct responses are reinforced and incorrect responses are not. Sally trains the child to identify multiple exemplars of animals. Then Sally introduces pictures of animals the child has never seen before and the child still correctly identifies them as animals. Sally has taught the child ______. stimulus discrimination stimulus generalization the concept of 'animal' an arbitrary stimulus class an arbitrary response class

the concept of 'animal'

The formal properties of language involve the ______. cause of the verbal response topography of the verbal response unseen forces of verbal language language properties are not formal

topography of the verbal response